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In this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose for multicultural education in China would be to create a culture and language environment for minority students to improve academic achievement and to address social injustice.

We explore immigrant students' experience of schooling focusing on Yang Yang and his family. We present insights into immigrant Chinese educational experience in Canada and bring forward a narrative-inquiry framework for the study of student experience. We find that-contrary to some of the expectations of Chinese immigrants-family relations, student learning, and school policies are complicated, with families finding it difficult to translate Chinese educational values in the Canadian context and their children facing serious learning and social difficulties.

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